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Core Curriculum |
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SEMR 412/4038 - South-South Dialogue: Perceptions and Reflections from the Global South (3 cr.)
Description
This videoconference dialogue course aims at offering a comparative view of and a fresh perspective on the ‘Global South.’ The course shall use an interdisciplinary approach to explore the social, economic, political and cultural contexts of some of the countries/regions that constitute what is known today as the ‘Global South’ in an attempt to outline the commonalities as well as the differences that exist within this global conglomerate of nation-states. In this light, AUC will be holding videoconferences with various partner universities and institutions in order for the class to share perspectives and first-hand experiences relating to the themes and topics of discussion with the partners. Specific readings will be assigned by AUC and the partnering universities to have a general introduction to the countries that will be studied and a specific background on the linkage these countries/geographical areas have with the Global South as an economic and a political amalgam. This is an interdisciplinary course that can be relevant to students from different backgrounds and disciplines, especially those that have an interest in contemporary development issues.
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Economics |
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ECON 199/1099 - Selected Topics for Core Curriculum (3 cr.)
Prerequisites
Description
This course introduces the concept of economic rationality while exploring applications of this logic to historical and contemporary problems facing individuals, firms, and societies. The course will explore the fundamentally economic nature of the human condition specifically addressing issues such as scarcity, public goods, poverty and inequality, environmental conservation, underground markets, and health care.
When Offered
Offered in fall and spring.
Notes
This course does not count as part of Economics major or minor requirements.
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ECON 201/2021 - Introduction to Macroeconomics (3 cr.)
Description
Fundamental economic concepts and methods of economic analysis with emphasis on macroeconomic issues. Analyzes aggregate economic activity in relation to the level, stability and growth of national income. Topics analyzed include the determination and effects of national income, consumption, investment, unemployment, inflation, interest rates, and how these may be influenced by monetary, fiscal and other policies.
When Offered
Offered in fall and spring.
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ECON 215/2051 - Economic History of the Modern Middle East (3 cr.)
Description
Historical survey of the economic conditions, systems, and institutions of the Middle East with special emphasis on the period 1800-1945.
When Offered
Offered in fall and spring.
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ECON 216/2061 - Mathematics for Economists I (3 cr.)
Prerequisites
or equivalent.
Description
Algebraic methods. Calculus of a single variable. Composite functions, limits and asymptotes, continuity, simple and implicit differentiation, Taylor’s theorem, maxima and minima and points of inflection, logarithmic and exponential functions. Introduction to integral calculus. Applications to economic theory and business finance.
When Offered
Offered in fall and spring.
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ECON 218/2081 - Statistics for Economists (3 cr.)
Prerequisites
.
Description
The course covers descriptive and sample inferential statistical techniques, including main descriptive statistics and data sources and types. Topics include point estimation and statistical estimators’ desirable properties, hypothesis testing, correlation, and analysis of variance (ANOVA). Applications in Economics and Business are emphasized.
When Offered
Offered in fall and spring.
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ECON 301/3021 - Intermediate Macroeconomic Theory (3 cr.)
Prerequisites
and ( or ).
Description
This course covers aggregate economic behavior using Keynesian and Neoclassical macroeconomic analysis. Various theories of how a nation’s income, employment and price level behave under static and dynamic conditions are examined. Topics covered include: income determination, unemployment, price stability, budget deficits, balance of payments equilibrium and economic growth, in addition to the impact of fiscal, monetary and exchange rate policy on macroeconomic performance.
When Offered
Offered in fall and spring.
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ECON 303/3041 - Monetary Economics (3 cr.)
Prerequisites
FINC 2101 plus and
Description
This course emphasizes the evolution of money, the payment system and the commercial banking. The role of central banks, use of monetary tools, the interaction between banking sector and financial markets in impacting domestic macroeconomic performance and the global economy. Topics include: monetary theory and policy; central banking; management of the banking system; financial regulations; and the nexus between monetary policy, financial markets and macroeconomic performance. The course combines theoretical formalization with empirical investigations.
When Offered
Offered in fall and spring.
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ECON 312/3053 - Economic Development (3 cr.)
Prerequisites
and
Description
Major economic problems of developing countries. Alternative explanations of underdevelopment and theories of development. Major domestic and international aspects of development including population growth, capital accumulation and international economic relations. Sustainable development.
When Offered
Offered in fall and spring.
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ECON 000/3054 - Enviromental and Natural Resource Economics (3 cr.)
Prerequisites
ECON 2021 and ECON 2011
Description
The course discusses basic environmental and natural resource models and environmental policies as applied to energy, minerals, water, fisheries, pollution control, and sustainable development. It includes an experiential learning component.
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ECON 316/3061 - Mathematics for Economists II (3 cr.)
Prerequisites
MACT 1122 or ECON 2061
Description
The first part of the course is matrix algebra which covers the following: determinant, rank, matrix inverse, Cramer’s rule, eigenvalues and eigenvectors. The second part discusses multivariate functions and partial derivatives as well as unconstrained and constrained optimization. Homogeneous and homothetic properties of multivariate functions are also discussed. The third part of the course is advanced integral calculus. Economic applications are emphasized throughout the course.
When Offered
Offered in fall and spring.
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ECON 308/3071 - Labor Economics (3 cr.)
Prerequisites
and
Description
The course offers a general treatment of modern theoretical and empirical labor economics. Topics to be covered include: operation of labor markets; wage determination; firm, industry and public sector labor demand; human capital investment; race and gender employment and wage discrimination; public policy effects. The relation of labor market outcomes and attendant public policy to poverty, income distribution and economic growth is covered. (The course includes community-based learning components)
When Offered
Offered in fall and spring.
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ECON 318/3081 - Introduction to Econometrics (3 cr.)
Prerequisites
and
Description
The course covers regression methods for analyzing data in economics, including multiple regression with indicator variables, regression with heteroskedastic and correlated errors, hypothesis and diagnostic testing. The course emphasizes practical applications using econometrics software.
When Offered
Offered in fall and spring.
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ECON 420/4000 - Independent Study (1-3 cr.)
Prerequisites
Consent of instructor and unit head, senior standing.
Description
Guided reading, research, and discussion based on a subject of mutual interest to a student and faculty member.
When Offered
Offered in fall and spring.
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ECON 000/4002 - Senior Thesis (3 cr.)
Prerequisites
Senior Standing.
Minimum GPA Requirement may apply.
Description
This course provides students with the opportunity to conduct original research work, in accordance with university regulation, on a selected topic of mutual interest between the student and the faculty supervisor. Individual guidance is then provided to the student on qualitative and quantitative research methodology, with the aim of producing a high-quality, original thesis. After the submission of the thesis, the student presents a defense seminar in front of a panel of faculty members. Subsequently, the thesis is approved and finalized upon the successful incorporation of faculty comments and suggestions.
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ECON 413/4012 - Feasibility Study (3 cr.)
Prerequisites
ECON 2011 and ECON 2021
Description
This course develops the analytical tools and applied case study analysis to financial and economic project evaluation. Cost-benefit analysis, shadow pricing, multiple criteria for project feasibility, economic worth of investment projects, cash flow discounting, and financial and economic rates of return. Applications to real life cases including investment and development projects as well as entrepreneurship ventures and risk assessment.
When Offered
Offered occasionally
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ECON 000/4013 - Behavioral Economics (3 cr.)
Prerequisites
ECON 3011
Description
The course will expose students to the science of behavioral economics. It will cover a range of topics including individual decisions, markets and public choice. Topics include extensions and shortcomings of the rational choice model and deviations from the Expected Utility Theory; Prospect theory and preference dependence; time preferences; social preferences, behavioral trust and fairness.
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ECON 310/4014 - Public Economics and Policy (3 cr.)
Prerequisites
and
Description
This course covers an analysis of public policy with special focus on Egypt and in contrast to other developed and developing countries.
It provides an analysis of the role of the government in the economy and discusses issues related to market failure, equity and efficiency.
The first part of the course addresses theories regarding the role of the government, public goods and externalities. The second part concentrates on a thorough study of the theory of taxation and various aspects with regard to the tax policy and incidence of tax. The third part is devoted to the implications of taxation and government expenditure on equity, efficiency and income distribution.
When Offered
Offered in fall and spring.
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ECON 000/4015 - Quantitative Methods for Economic Development and Policy (3 cr.)
Prerequisites
ECON 3081
Description
This course introduces empirical frameworks and econometrics tools needed to understand and conduct research on key challenges and opportunities facing developing countries. Through guided readings, seminar discussions and a research project, students will apply key tools of econometric analysis to economic development issues of relevance, in particularly, to the MENA region. Available micro data sets and large household surveys in the region will be used to conduct in depth empirical analysis of problems such as poverty, inequality, gender discrimination, education and investment in human capital and performance of micro and small enterprises.
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ECON 403/4031 - International Trade (3 cr.)
Prerequisites
and
Description
International Trade Theory: Mercantilist Theory, comparative costs, and post- Ricardian theories including economies of scale and imperfect competition. Protection Theory; Effective Protection. Terms of trade, national income and the balance of payments. Fluctuations in trade. Foreign exchange markets, exchange rates and adjustment in the balance of payments. International resource movements.
When Offered
Offered in fall and spring.
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ECON 404/4041 - Financial Economics (3 cr.)
Prerequisites
, and .
Description
This course provides a rigorous introduction to modern financial economics. It is designed to equip students with theoretical tools and practical case studies necessary to understand the dynamics of financial markets and their interaction with other spheres of the economy including asset pricing, risk management, and financial regulation schemes.
When Offered
Offered occasionally.
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ECON 416/4061 - Mathematical Economics (3 cr.)
Prerequisites
Description
The course starts with a discussion of quasiconcave programming (Kuhn-Tucker theorem), then moves on to linear (first- and second-order) and nonlinear difference equations. This is followed by linear and nonlinear differential equations, including stability analysis, steady-state equilibrium, convergence and phase diagrams. In addition, systems of differential equations (the saddle path) are also studied. The final component of the course is dynamic optimization covering finite- and infinite-horizon problems as well as discounting. Economic applications are emphasized throughout the course.
When Offered
Offered in fall.
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ECON 418/4081 - Econometric Methods (3 cr.)
Prerequisites
Description
The first part of the course covers extensions of the classical linear model including departures from the basic assumptions of the general model: multicollinearity, autocorrelation, heteroskedasticity, endogenous regressors and GMM estimation. The second part discusses models with limited dependent variables (e.g. logit and probit models) and their applications. The third part explores panel data, covering issues related to estimation and inference in panel datasets as well as applications.
When Offered
Offered in fall.
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ECON 418P/4082 - Practicum (1 cr.)
Description
This practicum is structured to run parallel with ECON 4081. It is conduced as an application of the tools studied in ECON 4081to solve practical problems using econometrics software.
When Offered
Offered in fall.
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ECON 405/4091 - History of Economic Thought (3 cr.)
Prerequisites
and
Description
This course investigates the historical evolution of economic theory by examining the development of Mercantilism, Physiocracy, Classical, Marxian, Neoclassical theory, Austrian-Keynesian and post-Keynesian economics.
When Offered
Offered in fall and spring.
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ECON 414/4094 - Economics of Egypt (3 cr.)
Prerequisites
and . Junior standing or higher.
Description
This course is an application of economic tools to explore the performance, analyze major problems and propose reform agendas for the contemporary Egyptian economy. Among the topics discussed are the path of economic development, macroeconomic performance, sectoral behavior, and institutional restructuring since the Nasser era and up to the present time. The course gives the students a chance to conduct applied research for the most recent challenges facing the Egyptian economy.
When Offered
Offered in fall and spring.
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ECON 411/4099 - Seminar: Special Topics in Economics (3 cr.)
Prerequisites
Pre-requisites vary depending on the topic of the course
Description
Guided reading, research, and discussion of specific topics chosen by the instructor in theoretical policy or applied economics.
When Offered
Offered occasionally.
Repeatable
May be taken for credit more than once if content changes.
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ECON 521/5200 - Independent Study (3 cr.)
Description
Guided reading, research, and discussion based on a subject of mutual interest to a student and faculty member. Must obtain the approval of the Director of Graduate Program and Chair of the Department.
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ECON 525/5201 - Research Workshop (3 cr.)
Prerequisites
ECON 5211 , ECON 5221 and ECON 5281 .
Description
This course offers an overview of different research methods and processes, resulting in the completion and presentation of a major research paper by each student.
When Offered
Offered Fall and Summer
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ECON 599/5202 - Research Guidance and Thesis (6 cr.)
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ECON 502/5211 - Advanced Microeconomic Theory (3 cr.)
Prerequisites
Description
Axioms of consumer preferences and rational utility representation. Derivation of Marshallian, Hicksian and Engel demands. Consumer theory under uncertainty. Advanced theory of the firm. Market structure and competition including Counot, Bertrand, and Stackelberg competition for homogeneous and differentiated products. The Envelope Theorem and its applications including Roy, Sheppard, and Hotelling Lemmas. The equilibrium number of firms and business cycle behavior. General equilibrium theory.
When Offered
Offered in fall.
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ECON 519/5213 - Project Evaluation (3 cr.)
Prerequisites
or or FINC 5201 .
Description
Analysis of economic criteria (cost benefit analysis) applied in evaluating development projects for economic policy and planning, following a review of the project cycle from inception to impact evaluation.
When Offered
Offered in fall.
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ECON 520/5215 - Competitive Strategy and Game Theory (3 cr.)
Prerequisites
ECON 3011 , FINC 5201 and Consent of Instructor.
Description
Analysis of competitive strategy and game theory including Nash equilibrium and its refinements. Subgame perfection, Bayesian equilibrium, and information uncertainty. Repeated games. Game theory applications to various economic themes such as in trade, labor, industry, education, stock markets, insurance, and R & D.
When Offered
Offered in Spring.
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ECON 530/5217 - Health Economics in Developing Countries (3 cr.)
Prerequisites
or .
Description
This course explores health economics and its unique features in relation to the developing world. Students will learn about the supply and demand for services provided by the health care sector and gain an understanding of the markets for health professionals and health care provider firms specifically extant in the developing world. The course will also explore the roles of insurance, managed care and HMO’s, professional licensure, for-profit and not-for-profit provider firms, and asymmetric information problems in health care markets. Finally, the course will explore issues within the developing world pertaining to regulation, government financing of health care, and health care reform.
When Offered
Offered occasionally.
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ECON 531/5219 - Health Care Financing (3 cr.)
Prerequisites
or ( and )
Description
This course explores how health care systems in the developing world raise revenue, the advantages and disadvantages of varying methods of doing so, and how health systems strike a balance between public and private revenue sources. The course also explores how policy makers choose which services to include in publicly-financed health systems, the allocation of resources to those ‘purchasing’ health care, and the degree to which there is a role for competition in this realm. This course will also explore how resources are allocated to health care providers and the incentives associated with different payment methods.
When Offered
Offered occasionally.
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ECON 501/5221 - Advanced Macroeconomic Theory (3 cr.)
Prerequisites
Description
Analysis of the equilibrium and disequilibrium macroeconomic activity of an open, monetized economy with a government sector. Theories of aggregate consumption and investment behavior.
When Offered
Offered in fall.
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ECON 505/5231 - Advanced International Trade (3 cr.)
Prerequisites
or ( and ).
Description
Analysis of topics in the pure theory of international trade. International aspects of monetary mechanisms, nature and effects of foreign investment, significance of trade theory and monetary movements for developing countries.
When Offered
Offered in spring.
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ECON 517/5233 - International Finance (3 cr.)
Prerequisites
Description
This course focuses on the fundamental open macroeconomic issues whether theoretical or empirical. Topics covered include the economics of exchange rates, models of speculative attacks, Mundell-Fleming model, regime credibility, predicting currency and financial crises, international capital flows, and international contagion.
When Offered
Offered in spring.
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ECON 504/5241 - Financial Economics (3 cr.)
Prerequisites
and consent of instructor
Description
Analysis of financial assets and institutions. The course emphasizes modern asset valuation theory and the role of financial intermediaries, and their regulation, in the financial system. State-preference theory and optimal portfolio decision mean-variance portfolio theory, measuring portfolio risk and return, Capital Asset Pricing model (CAPM), Arbitrage Pricing Theory (APT), Option Pricing Theory, the Black-Scholes formula, Asymmetric information and rational expectations, term structure of interest rates.
When Offered
Offered in fall.
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ECON 528/5242 - Financial Econometrics (3 cr.)
Prerequisites
and .
Description
This course aims to advance students’ understanding of modern econometric techniques related to financial issues. This course will cover frontier tools of financial econometrics and empirical finance. The interaction between financial theory and econometric analysis is emphasized. Topics include: non-normality of financial data, volatility clustering and asymmetric volatility, time series models, Vector Autoregressive (VAR) models and continuous time and threshold models. The course is also designed to train students in formulating, estimating and testing models for financial time series using EViews software.
When Offered
Offered in spring.
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ECON 500/5251 - The Economic Setting for Development (3 cr.)
Description
Does not count for credit in the M.A. degree in Economics. Foundation course dealing with macroeconomic variables and issues concerned with the functioning of an economy, in addition to selected microeconomic aspects pertinent to development. Special attention is given to concepts and tools applicable to challenges facing developing countries whose economies often lack the maturity of more developed countries in terms of institutional and policy settings.
When Offered
Offered in fall.
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ECON 511/5252 - Economic Development in Middle East Countries (3 cr.)
Description
This course explores the economic structures, institutions, and policy challenges in the Middle East and North Africa (MENA). Topics investigated include: the demographic transition, the participation of women in the workforce, regional migration, growth and structural change, poverty, inequality, and regional integration.
When Offered
Offered in spring.
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ECON 512/5254 - Economic Growth & Development (3 cr.)
Prerequisites
, FINC 5201 and consent of instructor
Description
Growth models and their limitations in developing countries, role of capital, investment, and inflation in economic development, non-economic factors, criteria, and choices of techniques in the process of development.
When Offered
Offered in fall.
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ECON 514/5256 - Ethical Issues in Development (3 cr.)
Prerequisites
or .
Description
This course issues of an ethical nature that are related to the development process, decision-making and implementation of development projects. The course will first consider ethical and moral concepts and their philosophical underpinnings and review different schools of thought. Against this background, selected issues specific to development strategies and practices will be dealt with. The course will make use of case studies to illustrate and help analyze issues of concern.
When Offered
Offered occasionally.
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ECON 522/5257 - Economic Strategies for Sustainable Development (3 cr.)
Prerequisites
( and ) or ( and )
Description
This course explores economic strategies achieving balanced and sustainable development from Keynesian, Structuralist, and Neoclassical perspectives. Development policy concerned with short term resource allocation, medium term economic adjustments, and sustainable long term economic growth with technical progress will be studied. Comparative country studies will conclude the course.
When Offered
Offered in spring.
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ECON 590/5259 - Research Practicum (3 cr.)
Prerequisites
Completion of at least 3 core courses.
Description
This course is a 200-hour assignment requiring that students gain extensive experience with a relevant development-related institution either locally or abroad. It is to be completed over a 4-6 week period providing students exposure and work experience in a development setting. Students are then required to prepare, under faculty supervision, a substantial research-based paper drawing on their practicum experience.
When Offered
Offered in spring.
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ECON 516/5261 - Mathematical Economics (3 cr.)
Prerequisites
Description
Introduction to economic models: models of the single sector, the trade cycle, growth with employment, medium- and long-term planning, and cyclical growth. Economic regulation, the treatment of technical progress, input-output models.
When Offered
Offered occasionally.
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ECON 508/5271 - Labor Economics (3 cr.)
Description
The course delivers an advanced treatment of mainstream and alternative approaches to labor economics emphasizing an integration of theoretical and empirical models. Topics to be covered include the life cycle human capital models, search theoretic models, internal markets, reservation wages, migration, inequality, and poverty.
When Offered
Offered occasionally.
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ECON 518/5281 - Econometrics (3 cr.)
Prerequisites
Description
The course covers the theory and practice of time series econometrics, including ARMA and VAR models and their applications. Non-stationary time series is analyzed such as unit roots, co-integration and error correction model. Further topics are volatility models (GARCH models) that model the conditional variances and covariances of time series data. Forecast evaluation and model selection methods are also discussed.
When Offered
Offered in spring.
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ECON 507/5282 - Quantitative Methods (3 cr.)
Description
The course aims to ensure that students understand, master and apply quantitative techniques used in modeling and decision-making related to development. More specifically, the course introduces the basic concepts of quantitative approaches to decision making. It also utilizes wide applications of quantitative techniques to analyze a variety of economic and social problems. Topics include: regression analyses, factor and cluster analysis, panel data and qualitative models.
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ECON 509/5291 - An Advanced History of Economic Thought (3 cr.)
Description
This course will explore, using bothprimary and secondary sources, the ideas put forth by the great economic thinkers. Class discussion will center on the immediate social impact of these ideas and the factors influencing the course of their evolutionary or revolutionary change over time. Further, this class will encourage students to think critically about the writings of the great economists and explore the possibility that ideological bias is an inexorable feature of science.
When Offered
Offered occasionally.
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Education |
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EDUC 000/1099 - Selected Topics for the Core Curriculum (3 cr.)
Description
This course will consider current significant topics related to education. Open to all freshmen students.
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EDUC 000/2011 - Education and Society (3 cr.)
Description
An introduction to a sustained inquiry into the social, cultural, historical and contemporary dynamics of education in the 21st century. Students will explore how formal and informal education relate to local, regional, and global trends. Using a model that employs disciplines from the humanities, social sciences, and STEM (science, technology, engineering, mathematics), students will examine, critique, and explain education in light of its origins, major influences, and consequences. Students will have the opportunity through readings to explore not only the social science focus of what actually happens in education, but also the cultural studies focus of the meaning people give to education. Students will explore potential solutions for relevant local and global educational issues.
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EDUC 000/2021 - Fundamentals of Teaching and Learning (3 cr.)
Description
The overall goal of this course is to help students gain an understanding of the fundamental concepts of how students learn and how teachers teach. The former is achieved through a study of major classical and contemporary learning theories, while the latter is achieved through a study of knowledge of the fundamental teaching theories and what it takes to be an effective teacher. The connection between learning theories and teaching strategies will be made to link learning and teaching together. Students will be introduced to the main theories derived from neuro-scientific research. This focus will help students understand the roles of classroom teachers and how this should be based on explicit knowledge of learning theories. In addition, the basics of classroom assessment and lesson planning will be covered.
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EDUC 000/2099 - Selected Topics in Core Curriculum (3 cr.)
Description
This course addresses contemporary issues in education and is open to all students regardless of major. May be taken more than once if content changes.
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EDUC 000/3011 - Educating Children and Youth for a Sustainable Future (3 cr.)
Description
The natural resources available on planet earth are declining due to people’s misuse of these resources. This course presents the knowledge, skills and dispositions children and youth need in order to successfully meet the challenges and opportunities that await them as agents of change in a sustainable global development context, to preserve the planet’s resources. Through this course, students will achieve an understanding of education for sustainable development (ESD), how is it defined, why it is needed and how to infuse it into the educational system. ESD is perceived as a need for this generation and future generations in Egypt and elsewhere, for thinking about a future in which environmental, societal, and economic considerations are balanced, in the pursuit of development and improved quality of life.
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EDUC 000/3021 - Educational Assessment and Instructional Design (3 cr.)
Description
The course is an introduction to educational assessment and its interdependent relationship with the design of instructional experiences. Traditional and alternative methods of assessment are covered, with the aim of helping students understand the design and implications of these assessments as well as apply some of them to instructional tasks. The course will also expose students to current issues related to the use of assessment in terms of policy, accountability, teaching, learning, and supporting diverse groups of students.
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EDUC 000/3031 - Education, Civil Society and International Development (3 cr.)
Prerequisites
EDUC 2011 and EDUC 2021
Description
This course explores the changing roles of civil society in education and development, with a special emphasis on intergovernmental organizations, NGOs, community-based associations, and grassroots movements. The course introduces students to different educational ideologies for analyzing the relationships among civil society, citizenship and human development. Included are the corresponding themes of: democratic citizenship; national and global models of education for a competitive global free market; local and global network of human rights and peace education; and environmental movements and education in a global civil society. This is an interdisciplinary course for students interested in philosophical, social, economic, political or global studies.
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EDUC 000/4031 - Gender and Education (3 cr.)
Description
This class address the changing, but continuing patterns of marginalization, power, authority, and unequal expectations, opportunities, and treatment through educational systems for all students, female and male utilizing historical, contemporary, and cultural contexts. A number of ways will be explored on how gender is played out, structured, reproduced and transformed in contemporary formal settings (classrooms from preschool to university) and informal settings (non-classrooms). Foundational issues to be investigated including how gender complicates disciplinary knowledge (and vice versa), the (de) constructing and reinforcing of genders (via science and schooling), implications for teaching, society, and social justice as well as relationships among different cultural categories. Different narrative sources will be utilized including biography, popular culture, primary source materials, and artifacts. This will be a multi-disciplinary class with material drawn from sociology, gender & women’s studies, history, and other fields, applied distinctly policy and practice.
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EDUC 000/4098 - Selected Topics for Core Curriculum (3 cr.)
Description
Participants in this seminar will consider a significant current educational issue from multiple academic and professional perspectives. Open to all senior students regardless of major.
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EDUC 511/5201 - Foundations of Educational Research (3 cr.)
Description
The fundamental aim of this course is to assist MA candidates to develop the knowledge and skills essential to the identification and critical evaluation of educational research relevant to their professional interests and contexts. In the process, learners will become familiar with key issues in qualitative and quantitative research in the field of international and comparative education, and be able to distinguish between good and poor research.
Notes
This pre-requisite course must be taken in the first or second semester of study.
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EDUC 521/5202 - Social Foundations of Education (3 cr.)
Description
Using a multidisciplinary approach, the course will examine the underlying issues within contemporary educational policies, practices and theories. The course will draw on humanities and social science disciplines to foster the development of MA student’s interpretive, normative and critical perspectives on education both inside and outside of schools. It will also assist students as they explore the relationship of education (formal and informal) to societal, regional and global issues.
Notes
This pre-requisite course must be taken in the first or second semester of study.
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EDUC 531/5203 - Introduction to International & Comparative Education (3 cr.)
Description
This course introduces MA students to the origins and development of the field of international and comparative education. The course addresses current educational concerns both on local and international levels, such as purposes of schooling, educational access and opportunity, education accountability and authority, teacher professionalism, and impact of globalization on education. The course also explores the relationship between education and national development, and deepens student’s understanding of methodological approaches to comparative and international education research.
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EDUC 541/5204 - Human Development & Learning Theory (3 cr.)
Description
This course provides an introduction to human growth and development from infancy to adulthood. Emphasis is placed on the integration of various aspects of development, including cognitive, linguistic, social-emotional, and motor. Students will study theoretical and empirical advances in learning, including neuro-cognitive research, to understand learning from formal (school, university) perspectives, as well as social, informal perspectives.
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EDUC 551/5205 - Foundations of Instructional Practice (3 cr.)
Description
This course provides an introduction to methods of instruction at primary, secondary, and higher education levels. While pragmatic concerns such as classroom management, lesson planning, differentiation, modes of learning, and standards-based instruction will all be covered, the course will emphasize theories and empirical evidence regarding various strategies, techniques, and philosophies of instruction. Curriculum development, assessment, and student-centered learning approaches will be covered.
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EDUC 532/5211 - Globalization, Development, and Educational Reform in the Arab World (3 cr.)
Description
This course surveys policy and reform issues of education in the Arab World, with focus on specific initiatives and how they fit into the context of policy, culture, and economics. The course will examine traditional and non-traditional methods of teaching, school organization, and educational policy-making and will seek to understand how globalized reform initiatives, often instigated through development projects, have impacted those methods. Resulting modes of governance, policy and practice will be analyzed.
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EDUC 533/5212 - Comparative Gender, Adolescent, Youth, and Human Development Policy (3 cr.)
Description
This course will explore gender, adolescent youth, and human development policy from a global perspective. The course will examine issues of gender with regard to social and education disparities, as well as women’s rights in comparative and international perspectives. It will also target the changing roles of youth and adolescents in society and the rights and responsibilities of young people. Particular attention will be given to the relationships between educational practices, systems, and policies and their relationship to life-work outcomes.
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EDUC 535/5213 - Educational Evaluation & Assessment (3 cr.)
Description
Contemporary educators are expected to know how to assess and evaluate the knowledge and performance of students, teachers, staff members, and themselves. In today’s reform-minded, information-based society, practitioners must be able to frame problems accurately, collect appropriate data, and analyze the information using acceptable approaches. This course will use a comparative approach, to help MA students learn to: (a) frame a problem using various approaches; (b) identify appropriate data; (c) analyze data; and (d) develop and evaluate alternative solutions to a defined problem. Students will also learn how to utilize current models and methods of assessment in educational contexts.
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EDUC 536/5214 - Human Rights-based Education (3 cr.)
Description
This course surveys issues and specialized topics in human rights-based education policy, practice, and research. The course focuses on issues of educational availability and access in terms of gender, location, and fees; additionally, it focuses on access to education in conflict areas. The course also focuses on the rights of children in both formal educational environments and within communities. The course will explore these issues through cases and empirical research.
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EDUC 575/5215 - Educational Policy Analysis (3 cr.)
Description
This course explores the policy cycle and contextual factors that influence decisions, by enabling and refining student’s analytic skills. Topics will include the analysis of how policy is created; the ideal and actual forms of the policy cycle; how to create sustainable feedback systems; how to use appropriate analytic approaches to the study of data; and how to use appropriate analytic techniques to analyze policy choices.
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EDUC 588/5216 - Research-Based Comparative Approaches to Educational Reform (3 cr.)
Description
Following an interdisciplinary approach, the course focuses on the reform of educational policy and practices at national, regional, and international levels. The course aims at acquainting students with educational reform trends and approaches including sector reform and school-based reform; developing students’ analytical skills of reform initiatives and outcomes in different countries; developing students’ research skills related to the monitoring and evaluation of reform projects; and promoting the approach of lifelong learning among students as researchers and reflective practitioners.
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EDUC 534/5217 - Strategic Educational Planning and Development (3 cr.)
Description
Education and development are often considered strategically together. This course will examine, from an educational lens, the implications of educational planning in a country’s development. In particular, the course will examine the role of educational policy on the economy, cultural hegemony, and politics. Students will study human capital theory in relationship to various educational strategies. Students will also understand the economic tradeoffs in education as a strategy for development.
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EDUC 542/5221 - Transformative Leadership (3 cr.)
Description
This course looks specifically at leadership in multiple educational venues within a global setting by looking at the cognitive (theoretical), intrapersonal (characteristics of a leader) and interpersonal (relational & contextual) aspects of leadership. This includes looking at organizations, team leading, formal and informal leadership. In this course students will investigate leadership theories, characteristics of leader and the synergy of leadership and organization. Students will examine elements of leadership and explore how effective leaders create successful school change and innovation. Students will analyze case studies and leadership styles. The course content and activities encourages and promotes students to be educational change agents. Students will study leadership traits, negotiation skills and change strategies in their own leadership and consider the effectiveness of these characteristics in different circumstances and/or cultural settings. Attention will also be directed to using facilitative power to make second order changes.
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EDUC 544/5222 - School Governance and Management (3 cr.)
Description
This course examines the allocation of resources to support both student and faculty learning and the effective management of school operations to insure a safe and secure environment, conducive to learning. The course will cover the application of research on effective schools, models of supervision and leadership theory and implementation; it will also investigate the interconnectedness of instructional supervision, educational leadership and school governance and management.
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EDUC 546/5223 - Organizational Theory and Educational Institutions (3 cr.)
Description
Educational organizations - schools in particular - are complex environments that are considered to have competing demands. This course seeks to identify the organizational facets of educational institutions that either enhance or obstruct meaningful educational reform. By examining sociological, political, economic, and technical features of educational organizations, this course will expose opportunities for leadership-based change in these organizations.
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EDUC 573/5224 - Research-based Instructional Leadership (3 cr.)
Description
The task of improving teaching and learning in the classroom is one that all school administrators face. This course explores the theory and practice of instructional supervision within a school culture and its critical importance to student achievement. It focuses on the principal as the instructional leader in the school.
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EDUC 552/5231 - Online and Blended Learning Design and Instruction in Developing Countries (3 cr.)
Description
Online and blended learning have become commonplace instructional modalities all over the world. Integrating them into developing countries and Arab contexts presents its own challenges and opportunities. The first part of the course will focus on research related to the latter. The main part of the course will focus on design, assessment, and teaching principles for online and blended learning. Students will engage in real-world projects that involve the application of these principles to their own contexts. The final part will discuss the implications of some trends such as MOOCs and social media for instruction in the region. The course is relevant for educators and designers in both K-12 and higher education settings.
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EDUC 554/5232 - Literacy, Learning and Education (3 cr.)
Description
The primary goal of this course is to introduce new views of what literacy and learning are, and the consequent changes in their relationship to education.Topics will include: differentiating elite from mass literacy; the role of literacy in schooling; the application of these concepts to instruction in classroom settings (Pre-K-12 and higher education); and how the continuing evolution of these concepts may change their relationship to education yet again in future.
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EDUC 556/5233 - Action Research (3 cr.)
Prerequisites
Description
This course will lead students into action research, a form of self-reflective systematic inquiry by practitioners on their own practice. The process of action research will assist students in assessing needs, documenting the steps of inquiry, analyzing data, and making informed decisions that can lead to desired educational outcomes. The course will equip students with research tools that can be used to contribute to school renewal and instructional improvement. Students will also learn about the four types of action research: collaborative, critical, classroom, and participatory. Finally, the course will critically examine a selected number of case studies from various regions.
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EDUC 557/5234 - Reaching Diverse and Underserved Learners (3 cr.)
Description
Traditional methods of teaching have been unable to meet the needs of all learners. Students with physical and learning disabilities, students for whom the language of instruction is not their first language, and students who come from impoverished backgrounds all tend to struggle to learn and demonstrate academic proficiency in traditional models of education. This course explores the methods of differentiation and the theoretical foundations of special education, second language instruction, and education of impoverished students. It provides an introduction to each of these areas by providing explicit classroom strategies while providing the underlying theoretical conditions for these strategies.
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EDUC 000/5236 - Education for Sustainable Development (3 cr.)
Description
The overall goal of this course is to help MA candidates achieve a deeper understanding of Education for Sustainable Development as a societal need for Egypt with an emphasis on STE2 AM education. We will examine the goals, strategies, and elements of Education for Sustainable Development as we consider “What is Education for Sustainability?” Our work will focus on using the “lens of sustainability”– considering the overlapping perspectives of the environment, the economy, equity and social justice- to frame learning in formal and non-formal/ informal education settings and partnerships and collaboration between them. What knowledge, skills and dispositions do students need in order to successfully meet the challenges and opportunities that await them as agents of change in an ESD global context? What pedagogies could be utilized to present ESD issues in an interdisciplinary manner bringing together disciplines of science, technology, engineering, arts, humanities, and mathematics? Through exemplars and case studies, participants will be provided with opportunities to critically evaluate ESD policies and practices through an international lens focusing on theories and pedagogical practices. Furthermore, there will be analysis to different curricula design for sustainability components and to the challenges they encounter. This will help focus on how to develop interdisciplinary learning material that is the core essence of ESD and STEAM education and relevant to the community local needs in Egypt.
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EDUC 562/5241 - Pedagogy & Theory of Modern Teaching & Learning in Higher Education (3 cr.)
Description
This course provides students with an overview of trends, theories, principles, and practices in higher education instruction, including online learning and associated instructional models. Beginning with a focus on adult learning theory, as well as learning theories especially associated with traditional university-aged students, the course will provide both general and disciplinary-specific trends in content delivery and skill development. The course will examine new models of delivery in contexts of both learning theories and institutional missions. Students will conduct research projects that involve classroom observation, student outcome data analysis, and teacher and learner interviews, all with the purpose of providing specific guidance on instructional improvement from both and an organizational a classroom perspectives.
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EDUC 563/5242 - Theories of Student Development in Higher Education (3 cr.)
Description
This course examines patterns of intellectual, identity, and social development among older adolescents and adults, and how these relate to learning and development of desired outcomes of postsecondary education. It is designed to introduce graduate students to major theoretical perspectives, the research based on these theories, and how this body of theory and research can be used to guide the design of educational policies and practices in colleges and universities to promote college student learning and development.
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EDUC 564/5243 - Policy and Administration in Higher Education (3 cr.)
Description
This course provides an overview of both the organizational theories associated with higher education and the trends and practices in policy and administration of higher education. The course includes the role of governance and how it influences organizational structure, policy and leadership. In addition, the course provides comparative knowledge on the impact of policies and organizational structures on recourse allocation, learning outcomes, student satisfaction, labor market satisfaction and other characteristics.
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EDUC 000/5259 - Selected Topics in International & Comparative Education (3 cr.)
Description
This course presents students with major education debates, practices and challenges which face educators around the world. The course addresses both persistent and emerging themes in learning, teaching, policy making, and educational leadership in schools and in higher education. The course may be taken twice if the topic is different.
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EDUC 595/5281 - Supervised Fieldwork (3 cr.)
Description
This practical course provides participants with opportunities to interact in fieldwork settings, whether as classroom teachers or school-level educational leaders. Students complete 30 hours of supervised fieldwork, with the distribution of activities based on the student’s background and interests, and with the agreement of the student’s advisor. Each student must participate in at least three different types of fieldwork activities, which could include peer observation, group-based interaction, observation by a qualified supervisor or mentor, or other parallel activity. Required of MA students who have never taken a documented fieldwork course with extensive classroom and/or school-based experience.
Notes
This course will be graded Pass-Fail.
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EDUC 580/5282 - Independent Study in International & Comparative Education (3 cr.)
Description
Independent study in various areas of International & Comparative Education. To be assigned to individual students or to groups. Readings and assignments are required, and frequent consultations are held.
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EDUC 000/5288 - Comprehensive Exam (1 cr.)
Prerequisites
Final semester before graduation
Description
Students prepare for comprehensive examinations, in lieu of a thesis.
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EDUC 593/5293 - Capstone Project (3 cr.)
Prerequisites
and .
Description
Students undertake a capstone project related to their concentration, approved by student’s advisor and two faculty readers. The capstone should be an applied project, firmly grounded in a theoretical framework and a rigorous literature review.
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EDUC 599/5299 - Research Guidance and Thesis (2 cr.)
Description
Guidance and approval of thesis research.
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EGPT 199/1099 - Selected Topics for the Core Curriculum (3 cr.)
Description
Course addressing broad intellectual concerns and accessible to all first-year students as part of the Primary Level Core.
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EGPT 202/2020 - Ancient Egypt: An Introduction (3 cr.)
Description
An introduction to history, society, religion, art and architecture of Ancient Egypt, including a description of the nature and character of the field of Egyptology. The continuing impact of Ancient Egypt on subsequent societies and cultures including that of modern Egypt will be examined.
When Offered
Offered each semester.
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EGPT 203/2030 - Introduction to Egyptian Architecture (3 cr.)
Prerequisites
Only open to declared architecture majors and Egyptology majors.
Description
A basic class on Egyptian architecture, comprised of a brief introduction to the culture of the ancient Egyptians, followed by a series of lectures dealing with Egyptian architecture, the typology of Egyptian architecture, and the role it played in Egyptian society and culture. The raw materials and tools used by the Egyptians will be covered, as well as some of the motifs used in the buildings, and their ideas about architecture, including their use of light, water, and space in the buildings. The course includes sections on temples, tombs, and, with a brief discussion of urban planning. The course will conclude with a section on Egypt’s legacy to architecture, and how the use of the grammar of architecture changes over time. Field-trips will also constitute an important part of the course and will, in some cases, take the place of class-time.
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EGPT 299/2099 - Selected Topics for Core Curriculum (3 cr.)
Prerequisites
Description
Course addressing broad intellectual concerns and accessible to all students, irrespective of major.
When Offered
Offered occasionally.
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EGPT 204/2210 - Introduction to Archaeology (3 cr.)
Description
The methods and theories of archaeological excavation and interpretation; archaeological evidence of human cultural development; archaeology as a social science.
When Offered
Offered occasionally.
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